Chapter 3: MATERIALS AND METHODS

Materials:

We studied the concept and method of assessment from following sources. Ayurvedic

classical texts referred with their commentators

Ayurvedic classical texts:

Charaka Samhita, Sushruta Samhita,

Astanga Hridayam, Astanga Sangraha, Bhava prakasha

Different dictionaries:

Amarakosha, Vachaspatyam, Shabdakalpadruma,

Ayurvedeeya Shabdakosha, Ayurveda Triskanda Kosha (TMV),

Apte and Monier William Sanskrit English dictionary

Commentators –

Commentaries on Charaka:

Ayurveda deepika teeka of Chakrapani,

Jalpakalpataru teeka of Gangadhara

Commentaries on Astanga Hridayam:

Ayurveda Rasayana teeka of Hemadri,

Sarvangasundar teeka of Arunadatta

Commentaries on Sushruta

Nibandhasangraha teeka of Dalhana

Other Ayurveda texts: Nirukta, Tarka Sangraha, Charucharya

Methods:

The work involved mainly three components: conceptual study, study of Triskandha (hetu,

linga, aushadh) of Buddhi and clinical.

1. Conceptual study

A. Review of literature

a. From Charaka Samhita and its commentaries

The literature was reviewed from Charaka Samhita by reading the original text supported by

commentaries by Chakradatta and Gangadhara. The references were scattered over the text

under different chapters. Thus the efforts were taken to collect the maximum references from

Charaka Samhita according to the topics.

b. From different dictionaries

Various references, meanings about buddhi and other allied terminologies like Pragya,

Smriti, Dhriti, Dharana, and Pratibha were collected from different dictionaries mentioned

above.

English dictionary meanings were collected and used to clear different shades and to get

different dimensions of some terms like Kalapratipatti, Manda performance and Manda

Buddhi.

c. Earlier work done by scholars in different Universities

The literature review of work on buddhi was limited to studies by various scholars and

Ayurveda in biomedical database mainly from www.pubmed.com and

www.dharaonline.com1,2

.

B. Understanding the concept

The study involved the following,

a. Padarthavigyana aspect: The term buddhi was understood through Dravya, Guna, and

Karma also through six Sannikarsha. The process of Sannikarsha, different stages and

domains and modes of Sannikarsha in relation with buddhi was studied.

b. The study of core concept: When we had decided to work on this topic there was no

reference available to set a basic standard for such a study work; which would give the

baseline view. Charaka’s Sootrasthana 1 and 8 and Sharira 1 were the baseline directives for

understanding the concept.

The buddhi related terminologies (Pragya, Medha, Dharana, Smriti etc.) were studied at the

beginning to understand their functions with functional specificity and to differentiate the

function of buddhi precisely.

The concept of buddhi has been mentioned in one shloka by Charaka; where he has defined

it as Nischayatmika. Although the definition was pinpoint and in small words but it was not

enough to explain all the aspects of buddhi.

The concept buddhi was opened out under different titles and subtitles by approaching it with

different dimensional questions. All collected references were sorted and classified

accordingly. The explanation of commenters was also referred to understand Charaka’s

approach.The interpretation was done to explain his views by linking them or coordinating

them properly. It was easier whenever the approaches were same. We found little differences

at some dimensions in Charaka’s and his commenter’s views. We have tried to ruleout the

confusion by understanding their different approaches through references.

The different buddhi types from different places were listed, classified and organised

properly in the mode of performance. Some of them were from Charaka and some from

Teekakara. Their inter relationship was studied to understand their applied role in day to day

buddhi performances.

The relationship of Dosha etc. with buddhi performance was studied to understand it at

executioner level. The reflection of Sharir Prakriti or Manasa Prakriti in buddhi

performance was studied.

The relation of buddhi and knowledge was resolved. Different references explaining the

knowledge system were organised properly to understand the executed buddhi performance

of a person; with its pros and cons.

The normal (Sama) and abnormal (Vishama) buddhi performance of buddhi performance was

understood by interpreting the references. The concept of Sama buddhi by definition and by

execution was derived with the help of basic concept. The definition and explanation of

proper buddhi performance was made more wholesome and practical by adopting the concept

of Medha along with Dhriti, Smriti, and Dhi.

Thus the concept of buddhi and its performance in living person was derived holistically and

multidimensionally.

C. Triskandhatmaka study

The study of normal buddhi (Sama) performance was done in detail by collecting, listing,

inferring, and understanding the references at different levels and dimensions of buddhi

performance. Thus

a. Various influencing and causative factors i.e. etiological factors (Hetu).

b. The signs of the proper performance (lingam) were listed and understood

c. The protocol for maintaining properness (Aushadha) of buddhi was derived with the help

of various references. The references collected are of dietary supplements, rules and regime;

influencing directly buddhi performance or allied performances like Medha, Indriya, mind,

Smriti and at behavioural, psychological, or psycho spiritual level.

In the same way the improper (Vishama) buddhi performance was studied.

On the basis of the different levels of buddhi concept derived above i.e. Kshanika Indriya,

Nischayatmika Indriya, Nischayatmika Mano, Vyavasayatmika Mano etc.

Organising all terminologies explaining improper performance of buddhi in different shades

quoted in Charaka directly or indirectly.

Organising all terminologies explaining improper performance of Dhriti and Smriti

Interpreting buddhi performance with Dosha Bheda and assuming related improperness.

Thus possible symptoms (lingam) were listed and the different shades of their execution were

mentioned for application. The list of causative factors and influencing factors of improper

buddhi (Hetu) was made with the help of direct or indirect references.

The improper buddhi performance is commonly expressed as Manda Buddhi. It was studied

as per dictionary to understand its dimensions. The concept of buddhi performance studied in

the thesis was interpreted with these dimensions. The range of Manda buddhi performance at

different levels was derived. The Manda performance was classified in different grades to

understand the level of improperness.

The strategy of treatment modules (Aushadha) was designed for every grade. The efforts

were made to list the different herbs, minerals, gems and the medicinal combinations quoted

effective on the buddhi or allied factors. The strategy to use different Panchakarma

treatments was designed by referring to the guidelines from the treatment of Buddhi

Bhramsha i.e.Unmada in Charaka. The other non drug treatments (like Vihara chikitsa) were

also listed from different references.

The study was done in the direction of assessment of buddhi performance with the help of

reference from Charaka and guidelines under different titles scattered in the text. Different

questionnaires for assessment of different aspects of buddhi were investigated and invented

with the help of direct references from Charaka. The efforts were made to present their

models.

2. Clinical work

The work involved design and application of model suitable for an observational clinical

study based on Charaka’s concept.

Study design

The theme behind this research is to study Buddhi concept of Charaka and its practical

implementation in the community (students of standard 2 and 3). We have adopted

'Descriptive cross-sectional study design' in order to study the Buddhi score of a student

population (n=1028). This was an observational study design where we have approached a

descriptive epidemiology approach.

This is a cross sectional study aiming at collection of data from a cross-section of the

population. This is a descriptive study that assesses distribution of intelligence of a students’

group along with documentation of demographic variables, nutritional status, fitness etc

A. Questionnaire Development

The detail study was done to find out the merits and demerits of each questionnaire. The

comparative study was done to analyse and define the specificity, dimensions, and range of

functions of each questionnaire.

The variables based on the conceptual study and related to Indriya buddhi were selected in

the questionnaire for assessment; so that the indirect mode of interaction and ‘Aham’ would

be minimal. Some of the dimensions from questionnaire B were incorporated and illustrated

with the help of different domains of interaction like Para; Apara and Parimana etc. in

designing the questionnaire. It was planned to rule out the better axis of interaction in buddhi

performance assessment.

The optional answers were provided to nullify the role of memory and to get maximum

possible analytical performance in assessment.

Although the questionnaire was designed considering assessment of all Indriya; the

assessment of visual component was emphasised. The visual objects were provided through

answer paper and electronic screen. Some activity based assessments (those fulfilling the

above conditions) were also included to increase the interest and involvement of participants.

It helped to avoid monotonous structure of conducting assessment.

All the components of the questionnaire considered for age group from 7 to 9 years (II and III

standard students). It was facilitated in Marathi and English languages for the students from

respective mediumof teaching.

Along with the questionnaire another sheet was designed to fill up the information of

students.

B. Feasibility study

The feasibility study was done with 272 students of different socioeconomic classes and of

both medium of education. It is to assess the convenience and feasibility in execution of the

tool.

This study helped further in final assessment to understand average duration, possible errors

in data collection and also helped in organisation of assessment project. Considering the

feasibility study; the efforts were made to do some strategic changes in objectives and in

technique of execution. It was decided to explain the questions before to start the assessment

in a purpose to avoid the erroneous response due to lack in understanding the question. Hence

the correct or the incorrect answer represents either presence of or lack of decision power

only.

It was decided to conduct the assessment by preparing two groups after this feasibility test to

compact the duration and to maintain the tempo of students. The assessments other than

visual were deducted to avoid errors of understanding the activity and avoid the loss of focus

and loss of the interest to attempt due to long duration. It was decided to do a trail of

assessment of other senses only in 10% students for the sake of testing thoroughness of

methodology.

The organisation of rapid answer mode was changed from presenting through Laptop to LCD

projector to avoid improper perception and interaction between students due to seating

arrangement.

Thus after the feasibility study the method of conduction and assessment based on only visual

object has been finalised.

C. Final clinical study

i. Preparation:

i.a. Permissions: We approached Maharastra Education Society, the well known educational

institution in Pune for permission to conduct the clinical study. The institute has Marathi and

English medium schools; where in the students from all types of socioeconomic groups were

available.

We visited the principals of both the schools. Assessment was explained and their permission

was taken to conduct the assessment with their students. The requirements for assessment like

LCD projector; two class rooms and tables were intimated to them in advance for smooth

conduction of study.

i.b. Tool of assessment: The questionnaire was structured (especially with all diagrams) with

the help of professional researcher according to research need to avoid perception error. 1000

copies were printed and pre-arranged for the assessment conduction. The proper and suitable

pictures were selected and well organised in power point presentation to conduct rapid

answer round with students smoothly. Two sets of game activity were kept ready.

i.c. Team for assessment : A team of two Ayurvedic doctors, two adults having an

experience of handling children and two graduates were trained to conduct the

assessment.The class teacher of respective class also supported us.

i.d. Place of conduction of assessment: The assessment was conducted in the school

campus. The answering the sheet and rapid fire part were conducted in halls using LCD

projector. The games and interview were conducted personally on the table.

i.e. Time of assessment: the assessment was conducted at school timings during February

and March 2013.

i.f. Children undergoing the assessment: The students from either gender, from Marathi

and English medium, and from all socioeconomic groups were selected irrespective of caste,

religion, and mother tongue. The students included in the assessment were of II and III

standard as they are grown enough to understand the questions based on direct mode of

interaction and can write the paper. The age above 9 yr. need the questions of indirect mode

of interaction in higher ratio and the children below 7 year age are unable to think and attend

the questions; generally

No to blind or mentally retarded children were found in these schools. The students using

spectacles were marked as such on their papers.

The method of conducting the assessment:

Step- I (fulfilling the objectives in the given form)

30 to 40 students were arranged in a hall with enough distance to avoid the interaction. The

students were provided answer sheets coded with specific number and asked to fulfil

objectives in the given form. The form is attached as appendix 1. (Name, parent’s profession

or job, the grade achieved in the past year, height and weight data was provided by their class

teacher.)

Step- II (informing and solving the questions)

Students were asked to close their eyes and chant Omkara for three times to make them

attentive and focused for assessment.

The students were well informed about the meaning of questions and their task to do. The

timer was started and 25 minutes were allotted to solve the questions.

Step-III (Dharana and rapid fire)

The students were again informed and made aware about the style and timing of rapid

answering round and were asked to write their answers on the answer sheet and not to chat in

between.

The pictures were flashed on LCD screen for some seconds and asked them to write their

answer within some seconds.

Students were asked to mark the answer sheet paper before submission, to know whether they

had faced this type of questions in the past or not.

Step- IV (games and expert’s review)

The students were well informed about the two types of games before the assessment.

They were called one by one to play the games within the allotted time. The experts were

instructed to observe and note down the enthusiasm of each student during his/ her attempt to

play in the code 1, 2, 3.

Ayurvedic experts were asked to observe and communicate with students by different

questions and to try to assess his/her Prakriti if possible or at least the dominant component

of Dosha. They were told not to mention the Prakriti in case the dominant Dosha component

was not clear to them. Ayurvedic experts were asked to code the frequency of falling ill of

each student and also to code the lustur or palor of their face.

At the end the class teachers were requested to code their general assessment about that

student for a year with him/her in given format.

The pilot assessment was conducted in 272 students and the final assessment was conducted

in 756 students and thus the total assessment with 1028 students was done successfully.

D. Data management:

The data of the final assessment were entered in Microsoft excel 2007 for statistical

analysis. Statistical software Minitab version 16 was used for data analysis.

E. Data analysis:

An approach of analysis using Descriptive statistics and statistical tests is as under:

Descriptive statistics: Data in the tables were described using frequency distribution and

cross tables

Descriptive statistics for relevant variables was expressed as mean, standard deviation,

standard error, range, and median

Logical categorization to illustrate Paradi Guna

The captured data was grouped based on Paradi Guna concepts (as discussed in further

chapters).

Dharana – Question no 10 (picture sequence)

Para-Apara – Question no 1, 2, 3, (finding similarity), 7 (finding differences)

Sankhya +Dharana – Question no 9 (conditional additions)

Parimana – Question no 5 (matching shapes of various sizes)

Prithaktva – Question no 8 (finding mistakes/lacunae)

Krama Samyoga – Question no 4 (predicting sequence)

Vibhaga + Krama Samyoga – Question no 6 (puzzle arrangement)

Abhyasa – Categorization based on earlier experience

Yukti – Rapid questions, Total Buddhi Score (based on cumulative scores)

Sanskara – Rapid questions, media used (pictures, LCD, games, duration provided)

Relative importance of variables

Considering importance, relevance, and complixicty of different attributes of related

questions, respective variables were given appropriate weightages as follows:

The questions based on simple combination of Para and Apara or Prithaktva (Qu. No. 7, 8)

were provided weightage = 1 for each answer. The similar group but in combination and with

multiple interactions (Qu. No. 1, 2, 3) were provided 2 marks and the questions having

multiple combinations like Sankhya, Samyoga, Dharana (Qu. No. 4, 9) along with above

group were provided 4 marks.

The other questions where interaction represents through Yukti types of attribute or Upamana

or Anumana type of mode (Qu.No. 6, Rapid Qu.) were provided with 2 marks. The games are

based on multiple attributes, Dharana, and modes; so 4 marks were provided for these

questions.

The study was descriptive in nature hence the main focus of the analysis was to study

distribution of variables of interest, rather than to test the hypothesis.

Appropriate graphical format was used to present data. We have used scatter (plot) diagram,

histograms, dot plot, box plot and main effect plot (summarised data of many variables for a

response – total buddhi score).

The Total Buddhi Score (TBS) was considered as quantitative measure of Buddhi status of

students. The analysis included calculation of Total Buddhi Score (TBS) in context to

standard, gender, cast, socioeconomic background, recurrent illness, face luster, their school

performance Grade and teaches opinion.

The variance of questionnaires were interpreted with TBS i.e. Dharana, Para-Apara,

Sankhya, Prithaktva, Krama Samyoga, Parimana, Abhyasa as per Charaka’s guidance.

The qualitative analysis of the performance was done i.e. the area of correct answers and

wrong answers in general and in respect to II and III standard, Teacher’s opinion and the

TBS, the school Grade and Dharana related performance and the medium of studies and TBS

or correct types of questions.

The multivariate analysis was done using Minitab version 16, using multivariate analysis

tools. The person’s correlation coefficient was computed between the variables of interest.

The internal consistency of the questionnaire was studied using Chronbach’s alpha. The

relative distribution of several variables was depected using multivariate analysis tools.

Following tests were used for statistical analysis:

Analysis of variance for comparing buddhi score of more than two groups, t tests for

comparing continuous variables. Pearson’s correlation coefficient is used for studying

correlation between two continuous variables.

Students undergoing tests and assessment by the team

in plate game(II)

3DGame

Rasanendriya Nischayatmika test Sparshanendriya Nischayatmika test

Dharana and rapid fire

Students undergoing assessment

Plate Game